Mathematics Education Trends and Research

Volume 2013 (2013), Article ID metr-00038, 7 Pages

doi: 10.5899/2013/metr-00038

Research Article

Formative Evaluation as Efficient Strategy for Learning Mathematics

Maryam Sajadi *

Department of Mathematics, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

* Corresponding author. Email address:

Received: 05 December 2013; Accepted: 09 December 2013

Copyright © 2013 Maryam Sajadi. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Evaluation always was problem for teachers and or instructors in present educational systems. Teacher yet did not know whether formative evaluation is proper or summative formative. Obviously formative evaluation has efficiency than summative evaluation. In this study, quasi-experimental method is used and via simple sampling method, formative evaluation is applied in two forms such as multiple- choice evaluation and essay formative evaluation among girl students of Shahrekord at first grade of high school. 67 girl students are chosen as three separate groups; group 1, 2, 3 that group 1 and 2 are applied multiple- choice evaluation and essay evaluation as the formative forms versus group 3 who is used of summative evaluation only. The results of ANOVA and Scheffe tests have indicated that there are differences among three groups which are considered as multiple-choice evaluation, essay formative evaluation and summative evaluation respectively. Finally it is showed that multiple-choice evaluation has not significant difference versus summative evaluation. Therefore essay formative is the best the kind of formative evaluation.

Keywords: Teaching mathematics; formative evaluation; multiple-choice evaluation; essay evaluation; summative evaluation; learning.


  1. G. Brown, J. Bull, M. Pendlebury, Assessing student learning in higher education, London: Routledge, (Chapter 1), (1997).

  2. A. K. Saif, Modern educational psychology, Tehran: Doran, (2009).

  3. D. C. Webb, Collaborative design of instructional sequences: teacher developed support for formative assessment, Procedia Social and Behavioral Sciences, 9 (2010) 153-157.

  4. M. H. Yarmohammadian, Curriculum principles, Tehran: Yadvareh Ketab, (2006).